Victoria Feder Dr. Sherry Foundations of College Writing
This semester I took Foundations of College Writing with Dr. Sherry. In this class I learned how to research topics better and use the information that I found in many different ways. For my research, or CLUE, project, I wanted to know if teacher immediacy affected students' grades. I posed a question, provided a background, used different methods of gathering information, displayed my findings, and came to a conclusion about my topic. For the EAR project, I transformed the information that I found in my CLUE project into four different genres with a different audience for each- a flyer for students, a brochure for teachers, a letter for an employer, and a satire for anyone. We used tools such as contrast, repetition, alignment, and proximity to make our genres attractive and organized. For our TELL project, we told stories from our past, our present, and our future that all have a common theme. The theme of my stories was helping people. We also shared what it means to be educated within these stories.
Goal A: Students will be able to compose for particular audiences and purposes This means that we've learned to transform information in ways that are appropriate to who is viewing it and why. In my EAR project, I transformed the information from my research (CLUE) project into four different genres that pertain to different audiences. The flyer I made is for students while my letter is for an employer. I made a flyer for students because there are all types of flyers already hanging up outside of my dorm room that are for us to look at. They are likely to catch attention because of the pictures. A student would be a lot less likely to pick up a letter and start reading it. I typed a letter for an employer because it is professional and appropriate as I am trying to be hired for a job.
Goal B: Students will be able to compose using language and conventions appropriate to genre.
We've learned how to write or present using the style/rules of the form. I've practiced this also in my EAR project where I transformed information into different genres. In the letter I wrote for an employer I used professional language and proper headings and spacings. I have my personal information at the top such as name, email, phone number and where I live. I looked off of other professional letters to know what all to include.
Goal C: Students will be able to read,select, and use evidence critically to formulate and support arguments.
We've learned to select examples from text to back up our opinions. We've evaluated information that helps us prove a point. In my research project I found information to back up why teacher immediacy is important. I gathered findings of other peoples' research to formulate my own opinions and I also interviewed two of my peers about the subject.
Goal D: Students will beable to interpret and compose in a variety of media and print/non-print genres.
We learned to read and create in multiple ways using multiple forms. I made a satire which is a picture so it falls into the media category. My letter would be a print. I feel like a picture was an appropriate genre for a satire because it shouldn't take long to get it as it's just a joke. Reading a whole satire of a letter would take too much effort and you'd get bored before you thought it was funny.
Goal E: Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
We made revisions both by self and with others. In class we had peer reviews for each of our projects. In the peer reviews we both gave and received advice on our and others projects. I will be attaching a before (draft) and after (final) of my TELL project where I told a past story, present story, and future story that all have a common idea which for me was helping people. In my draft I did not really go into as much detail as I needed to in my future story. After receiving tips on how I could fix that, I did my best to provide more detail along with correcting grammatical errors.
Dr. Sherry
Foundations of College Writing
This semester I took Foundations of College Writing with Dr. Sherry. In this class I learned how to research topics better and use the information that I found in many different ways. For my research, or CLUE, project, I wanted to know if teacher immediacy affected students' grades. I posed a question, provided a background, used different methods of gathering information, displayed my findings, and came to a conclusion about my topic. For the EAR project, I transformed the information that I found in my CLUE project into four different genres with a different audience for each- a flyer for students, a brochure for teachers, a letter for an employer, and a satire for anyone. We used tools such as contrast, repetition, alignment, and proximity to make our genres attractive and organized. For our TELL project, we told stories from our past, our present, and our future that all have a common theme. The theme of my stories was helping people. We also shared what it means to be educated within these stories.
Goal A: Students will be able to compose for particular audiences and purposes
This means that we've learned to transform information in ways that are appropriate to who is viewing it and why. In my EAR project, I transformed the information from my research (CLUE) project into four different genres that pertain to different audiences. The flyer I made is for students while my letter is for an employer. I made a flyer for students because there are all types of flyers already hanging up outside of my dorm room that are for us to look at. They are likely to catch attention because of the pictures. A student would be a lot less likely to pick up a letter and start reading it. I typed a letter for an employer because it is professional and appropriate as I am trying to be hired for a job.
Flyer:
Letter:
Goal B: Students will be able to compose using language and conventions appropriate to genre.
We've learned how to write or present using the style/rules of the form. I've practiced this also in my EAR project where I transformed information into different genres. In the letter I wrote for an employer I used professional language and proper headings and spacings. I have my personal information at the top such as name, email, phone number and where I live. I looked off of other professional letters to know what all to include.
Letter:
Goal C: Students will be able to read, select, and use evidence critically to formulate and support arguments.
We've learned to select examples from text to back up our opinions. We've evaluated information that helps us prove a point. In my research project I found information to back up why teacher immediacy is important. I gathered findings of other peoples' research to formulate my own opinions and I also interviewed two of my peers about the subject.
Research Project:
Goal D: Students will be able to interpret and compose in a variety of media and print/non-print genres.
We learned to read and create in multiple ways using multiple forms. I made a satire which is a picture so it falls into the media category. My letter would be a print. I feel like a picture was an appropriate genre for a satire because it shouldn't take long to get it as it's just a joke. Reading a whole satire of a letter would take too much effort and you'd get bored before you thought it was funny.
Satire:
Letter:
Goal E: Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
We made revisions both by self and with others. In class we had peer reviews for each of our projects. In the peer reviews we both gave and received advice on our and others projects. I will be attaching a before (draft) and after (final) of my TELL project where I told a past story, present story, and future story that all have a common idea which for me was helping people. In my draft I did not really go into as much detail as I needed to in my future story. After receiving tips on how I could fix that, I did my best to provide more detail along with correcting grammatical errors.
Tell draft:
Tell final: